assessing evaluating and reporting student progress
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Saskatchewan Online Curriculum |ww w.curriculum.gov.sk.ca
Assessing,Evaluating,andReportingStudent
Progress
In effective learning
environments,
assessment and
instruction areinexorably linked
(Spandel & Stiggins,
1990,p.ix).
Supporting English Language Arts November2010
ContentOverview
Assessment and Evaluation Defined 2
Guiding Principles 2
Types ofEvaluation 3
Assessment and Evaluation Process 4
Student Assessment and Evaluation Techniques 4
Sample Assessment Forms 13
Viewing Forms 18
Listening Forms 25
Reading Forms
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35
Representing Forms 53
Speaking Forms 63
Writing Forms 83
Portfolios 98
SampleTeacher Self-Reflection Guide 100
Reporting Student Progress and Achievement 101
References 103
Index 108
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Assessing, Evaluating, and ReportingStudent Progress 2
Assessing,Evaluating,
andReporting
StudentProgress
Assessing,Evaluating,and
Reporting Student Progress
is a publication ofthe
Saskatchewan Ministry ofEducation.
2220 College Ave
REGINA SK CANADA S4P 4V9
ww w .education.go v .sk.ca
Assessment and EvaluationDefined
Assessment is the act ofgathering information on a daily basis in orderto
understand individual students learning and needs.
Evaluationis the culminating act ofinterpreting the information gatheredfor the purpose of making decisions orjudgements about students
learning and needs, often at reporting time.
Assessment and evaluation are integral components of the teaching-
learning cycle. The main purposes are to guide and improve learning and
instruction. Effectivelyplanned assessment and evaluation canpromote
learning, build confidence, and develop studentsunderstanding of
themselves as learners.
Assessment and evaluation data assist the teacher in planning and
adapting further instruction. As well, teachers can enhance students
understanding of their own progress by involving them in gatheringtheir own data and by sharing teacher-gathered data with students.Such
participation makes it possible forstudents to identify personal learning
goals.
This support material advocates assessment and evaluation procedures
that correspond with curriculum outcomes and instructional practices,and
that are sensitive to the developmental levels of the students.Observation,
conferencing,journals,inventories,performancetasks,oral, written,
and otherproducts, and folders and portfolios may be used to gather
information about studentprogress.
Guiding Principles
The following principles are intended to assist teachers in planning for
student assessment and evaluation:
Assessment and evaluation are essential and integral aspects ofthe
teaching-learningprocess.They should be planned,continuous
activities that are derived from curriculum outcomes and consistent
with the instructional and learning strategies.
A variety ofassessment and evaluation techniques should be used,and they need to be selected for theirappropriateness toboth
students learning styles and to the intended purposes.Students
should be given opportunities to demonstrate the extent oftheir
knowledge and abilities in a variety ofways.
Teachers should communicate assessment and evaluation strategies
and plans in advance, informing the students of the outcomes and the
assessment procedures relative to the outcomes. Students should have
opportunities for input into the evaluation process.
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Assessing, Evaluating, and ReportingStudent Progress 3
Assessment and evaluation practices should be
fair and equitable.They should be sensitive to
family, classroom, school, and community
situations, and to culture orgender; suchpractices
should be free ofbias.
Assessment and evaluation practices should help
students.They should provide positive feedback
and encourage students to participate actively in
their own assessment in order to foster lifelong
learning and to enable them to transfer
knowledge and abilities to life experiences.
Assessment and evaluation techniques should be
considerate ofstudents with diverse needs,
documenting and helping to plan for growth and
development.
Assessment and evaluation data and results
should be communicated to students and
parents/guardians regularly in meaningful ways.
Using a variety oftechniques and tools, the Middle
Level teacher collects assessment information about
students language development and their growth in
viewing,listening,reading,representing,speaking,
and writing knowledge and abilities.Thedata
gathered during assessmentbecomes the basis for
an evaluation. Comparing assessment information
to curriculum outcomes allows the teacher to make
ajudgement regarding the progress of a students
learning.
Types ofEvaluation
There are three types of evaluation that occur
regularly throughout the school year:diagnostic
(assessment forlearning) formative (assessment as
learning), and summative (assessment oflearning).1. Diagnostic evaluation usually occurs at the
beginning of the school year, before eachunit ofstudy, and during each lesson. Thepurposes are to determine studentsknowledgeand skills, their learning needs, and themotivational and interest levels. By examiningthe results of diagnostic evaluation, teacherscan determine where to begin instructionand what concepts,skills, or strategies toemphasize. Diagnostic evaluation providesinformation essential to teachers in selecting
relevant learning outcomes and in designing
appropriate learning experiences for all students,individually and as group members.Keepingassessment instruments for comparison andfurther reference enables teachers and studentsto determineprogress and future direction.Assessment tools include informal inventories,miscue analysis, and individual and groupviewing,listening,reading,representing,speaking, and writing tasks.
2. Formative evaluation focuses on the processesand products oflearning. Assessment iscontinuous and is meant to inform the student,the parent/ guardian, and the teacher ofthe students progress toward achieving thecurriculum outcomes. Such assessments provideinformation upon which instructional decisionsand adaptations can be made. Assessment tools
include observations,checklists,conferences,interviews, learning logs,inventories, peer andself-assessments, and focused responses andtasks.
3. Summative evaluation measures the productsoflearning.The main purposes are to determineknowledge,skills, abilities, and attitudes thathave developed over a given period of time; tosummarize studentprogress; and to report thisprogress to students,parents/guardians,andteachers.This type of evaluation occurs mostoften at the end of a series of learning activities,
experiences, and inquiries at the end of a unitof instruction, and at term or year-end whenstudents are ready to demonstrate achievementof curriculum outcomes.
Summative judgements are based upon criteria
derived from curriculum outcomes.By sharing these
outcomes with the students and, at times,involving
students in designing the assessment criteria, teachers
enable students to understand and to internalize the
criteria by which their progress willbe determined.
Often assessment data provide information forbothformative and summative evaluation purposes.
Forexample, summative evaluation can be used
formatively to make decisions about changes to
instructional strategies.Similarly, formative evaluation
assists teachers in making summative judgements
about studentprogress and determining where
furtherinstruction is necessary for individuals or
groups.Thesuggested assessment techniques
included in various sections of this guide may be used
for each type ofevaluation.
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Assessment and EvaluationProcess
As key decision makers, teachers strive to make a close
match among curriculum outcomes,instructional
methods, and assessment and evaluation techniques.
The evaluation process is carried out parallel to
instruction and, like instruction, is cyclical. Theprocess
involvespreparation, assessment, evaluation, and
reflection.
In the preparation phase, teachers decide what is to
be assessed and evaluated, the type ofassessment
and evaluation to be used (diagnostic,formative,or
summative), the criteria upon which student learning
outcomes willbejudged, and the most appropriate
techniques forgathering information on studentprogress.Teachers may make these decisions in
collaboration with students.
During the assessment phase, teachers select
appropriate tools and techniques, then collect and
collate information on studentprogress.Teachers
must determine where, when, and how assessments
willbe conducted, and students must be consulted
and informed .
During the evaluation phase, teachers interpret the
assessment information and makejudgements about
studentprogress.Thesejudgements (orevaluation)
provide information upon which teachers base
decisions about student learning and report progress
to students,parents/guardians, and others.Students
are encouraged to monitor their own learning by
evaluating theirachievements on a regularbasis.
Encouraging students to participate in evaluation
nurtures gradual acceptance of responsibility fortheir
own progress and helps them to understand and to
appreciate their growth as language learners.
Thereflection phase allows teachers to consider the
extent to which the previous phases in the evaluation
process have been successful.Specifically, teachers
evaluate the utility, equity, and appropriateness of
the assessment techniques used. Such reflection
assists teachers in making decisions concerning
improvements oradaptations to subsequent
instruction and evaluation.
Self-assessmentpromotes students abilities to
assume more responsibility for their own learning by
encouraging self-reflection and encouraging them to
identify where they believe they have been successful
and where they believe they require assistance.If
students are to be successful in self-assessment,theymust have teacher guidance and coaching as well as
assistance in determining appropriate focuses and
criteria forself-assessment. Discussing students self-
assessments with students allows the teacher to see
how they value their own work and to askquestions
that encourage students to reflect upon their
experiences and set goals for new learning.
Peer assessment allows students to collaborate and
to learn from others.Through discussions withpeers,
Middle Levelstudents can verbalize theirconcernsand ideas in a way that helps clarify thoughts and
decide in which direction toproceed .
Theinstruments for peer and self-assessment
should be collaboratively constructedby teachers
and students.It is important for teachers to discuss
learning outcomes with the students.Together,
they can develop assessment and evaluation criteria
relevant to the outcomes, as well as to students
individual and group needs.
Student Assessment andEvaluationTechniques
Assessment data can be collected and recorded by
both the teacher and the students in a variety ofways.
Through observation ofstudents, and in interviews
or conferences with students, teachers can discover
much about theirstudentsknowledge,abilities,
interests, and needs.As well, teachers can collect
samples ofstudents work in portfolios and conductperformanceassessments within the context of
classroom activities. When a number ofassessment
tools are used in conjunction with one another,richer
and more in-depth data collection results.Whatever
method of data collection is used, teachers should:
meet with students regularly to discuss their
progress
adjust rating criteria as learners change and
progress.
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Effective evaluators of Middle Levelstudents are astute observers who use a variety oftechniques to
collect information about students language competencies.Well-organized,concise, and accessible
records accommodate the large quantities of data likely to be collected, and assist teachers decision
making and reporting.The data collected on assessment forms can be used to evaluate studentsprogress.
Sample Techniques
Assessment Techniques Description Evaluation
Observations, Checklists, and
Anecdotal Records
Teacher observes students
for interests, responses, and
interactions.
Judgements are based on collected
information.
Conversations, Conferences, and
Interviews
Teacher talks with students. Judgements are based on
conference data.
Inventories and Running Records
Retellings and Journals
Teacher documents what students
say and do as they read, listen, or
view.Teacher asks students to retell main
ideas, details, or story, or to give
responses.
Teacher often scores or analyzes for
miscues and comprehension.
Judgements are based on data
collected with rubrics, rating scales,
or checklists.
Performance Tasks, Projects, and
Demonstrations; Rating Scales and
Rubrics; Quizzes and Examinations
Teacher and students assess
responses and products.
Judgements are based on
performance, rubrics, rating scales,
or exams.
Folders and Portfolios Teacher and students assess
portfolio contents.
Judgements are based on items
chosen from portfolios.
Observations
Observations can occur during students daily viewing,listening,reading,representing,speaking, and writing
experiences. Observations are an unobtrusive means by which teachers (and students) can determineprogress
during learning. Observations can be recorded on checklists or rating scales and as anecdotal notes.When
teachers attach the data collection sheets to a hand-held clipboard, data can be recorded immediately and with
little interruption to the student.Alternatively, adhesive note papers can be used to record data quickly and
unobtrusively.In addition, electronic recording methods can be used.
Checklists
Observation checklists, usually completed while students are engaged in specific activities orprocesses, are
lists of specific criteria that teachers focus on at a particular time or during a particularprocess. Checklists are
usedto record whether students have acquired specific knowledge,skills,processes,abilities, and attitudes.Such
data inform teachers about where their instruction has been successful and where students need assistance or
further instruction. Formats for checklists should be varied and easy to use.
Guidelines for using checklists include the following:
Determine the observation criteria from curriculum unit and lesson outcomes.
Review specific criteria with studentsbefore beginning the observation.
Involvestudents in developing some or all of the criteria whenever it is beneficial to do so.
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Choose criteria that are easily observed to
increase objectivity and prevent vagueness.
Use jargon-free language to describe criteria
so that data can be used in conferences with
studentsand
parents/guardians.
Make the observation manageable by keeping
the number of criteria to less than eight and by
limiting the number ofstudents observed to a few
at one time.
Have students construct and use checklists for
peer and self-assessments.
Summarize checklist data regularly.
Use yes-no checklists to identify whether a specific
action has been completed orifaparticularquality ispresent.
Use tally checklists to note the frequency ofthe
action observed orrecorded .
Anecdotal Records
Anecdotal records are notes written by the teacher
regarding student language,behaviour, orlearning.
They document and describe significant daily events
and relevant aspects ofstudent activity and progress.
These notes can be taken during student activities or
at the end of the day. Formats for collection should be
flexible and easy to use.
Guidelines for use include the following:
Record the observation and the circumstance in
which the learning experience occurs.Take time
to analyze notes at another time, perhaps at the
end of the day, or after several observations about
one student have been accumulated. Electronic
tools can also be useful (e.g., cellphone,flip video)
for collecting and recording observations. Make the task of daily notetaking manageableby
focusing on clearly defined outcomes orpurposes,
and by identifying only a few students to observe
during a designatedperiod oftime.
Record data on loose-leaf sheets and keep these
in a three-ring binder with a page designated for
each student and organized alphabetically by
students last names or by class. This format
allows the teacher to add pages as necessary.
Write the notes on recipe cards and then file these
alphabetically .
Use adhesive note papers that can be attached to
the students pages or recipe card files.
Design structured forms for collection of specificdata.
Record data electronically.
Use a combination of the above suggestions.
Teachers may choose to keep running written
observations for each student or use a more
structured approach, constructing charts that focus
each observation on the collection of specific data.
Acombination ofopen-ended notes and structured
forms may also be used.It is important to date allobservations recorded .
Conversations,Conferences,and
Interviews
Teacher-studentconversations,conferences,and
interviews are productive means ofassessing
individual achievement and needs. During these
discussions, teachers can discoverstudents
perceptions of their own processes and products
oflearning.Briefconferences can occurwhile
students are viewing,listening,reading,representing, speaking, and writing; extended
interviews about theirprocesses and products can be
structured into each classperiod. When teachers ask
questions
that promote students reflection upon what they
understand and how they work and learn, the rich
data collected can support instructional decisions.
Interview questions can be developed to meet the
needs of specific students and to gather information
about student attainment of curriculum outcomes.Examples of questions that help students reflect upon
theirviewing,listening, and reading experiences
include the following:
In which viewing,listening, and reading activities
did you participate this week?
Which did you enjoy/dislike? Why?
Which activities did you find most difficult?
Why? Did you solve the difficulties? How?
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In which viewing,listening, and reading activity
do you think you did your best? What makes you
thinkso?
What type ofviewing,listening, and reading
activities would you like to learn to dobetter?
Examples of questions to ask during a students
representing,speaking, and writing process include
the following:
How did you go about preparing thispiece?
What problems did you encounter? Did you solve
the problems? How?
What goals did you set for yourself in thispiece?
How well did you accomplish them?
What are your goals for your next piece?
Inventories and Other Qualitative
Assessments
Inventories, formal tests, and other sources ofdata
can help teachers determine what students know and
can do in the various strands of the language arts and
with the language cues and conventions. Criterion-
referenced assessment and evaluation compare a
students language competencies and achievements
to the curriculum outcomes.Thestudentsperform
a task ordemonstrate a language skill orstrategy.
Norm-referenced assessment and evaluation compare
a students language competencies and achievements
to a group standard including provincial scoring
scales and exemplars.
Representing, speaking, and writing assessments of
the studentsoral, written, and other texts usually
beg in with a prompt and focus on the actual language
and strategies that the student uses. Samples are
collected and analyzed to diagnose and respond to
the students needs in communicating their ideas and
using language and other aspects ofcommunication.
Thestudents specific behaviours are noted.
Inviewing,comprehension checks,ThinkAloud
Assessments,ViewingResponseAssessments,
VocabularyKnowledgeAssessments, and Prediction
KnowledgeRelationshipAssessments
(PKR) (Kaganoff& Spencer in Olson, 2003) can alsobe
created and used to determine students viewing
skills and strategies.
Inlistening,Informal Listening Inventories(ILIs) can
be used to assess students listening comprehension
levels. Passages from graded narrative and
information texts can be read to students and
followed by aided and unaided recall. Oftenpassages
from informal reading inventories are used forthis
purpose.Ifa student responds correctly to 70% or
more of the comprehension questions associated
with these passages, the text is considered to be at
the students instructional level for both listening and
reading.Informal Listening Inventories are usually
used with individuals, but they can be given to a
group ofstudents ifa teacher wishes to assess the
appropriateness of a text for the class or to collect
baseline data regarding each student.Teacherscan
also use text retelling records to determine whatthe students have understood and can recall from a
listening experience.
ReadingRecords (accuracy checks), Informal
ReadingInventories(IRIs) (individual oral and group
or individual silent reading records followed by a
comprehension check), Cloze Checks, ThinkAloud
Assessments, and Prediction-Knowledge Relationship
Assessments (PKR) (Kaganoff& Spencer in Olson,
2003) can give English language arts teachers insight
into studentsreading.
Performance Tasks, Projects, and
Demonstrations
Criteria should be developed and/or discussed
with students at the outset of activities such as oral
presentations, written reports, visual representations,
or projects that combine more than one aspect of
language use and understanding.Teachersmay
assess the attitudes,skill development,knowledge,or
learning processes demonstratedby students as they
engage in language activities. Data gathered during
student activities can be recorded as anecdotal notes;
on checklists, rating scales, or video recordings; orby
using a combination ofthese.
Rating Scales and Rubrics
Rating scales can be used to record the extent to
which specific criteria have been achieved by the
student or are present in the studentswork.
Rating scales can also be used to record the quality
ofthe studentsperformance at a given time or
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within a
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givenprocess.Rating scales are similar to checklists,
and teachers can often convert checklists into rating
scales by assigning number values to the various
criteria listed.Rating scales can be designed as
number lines or as holistic scales orrubrics.
Rubrics include criteria that describe each level of
the rating scale and are used to determine student
progress in comparison to these expectations.
Guidelines for use include the following:
Determine specific assessment criteria from
curriculum outcomes,components of aparticular
activity, and student needs.
Discuss or develop the specific criteria with
studentsbefore beginning the assessment.
Choose criteria that are easily observed in order to
prevent vagueness and increase objectivity.
Select criteria that students have had the
opportunity topractise.These criteria may differ
from student to student,depending upon their
strengths and needs.
Use jargon-free language to describe criteria so
that data can be used effectively in conferences
with students and parents/guardians.
Make the assessment manageableby keeping thenumber of criteria to less than eight and by
limiting the number ofstudents observed to a few
at one time.
Use numbered continuums to measure the degree
to which students are successful at accomplishing
askill oractivity.
Use rubrics when the observation calls fora
holistic rating scale. Rubrics describe the
attributes ofstudent knowledge orachievements
on a numbered continuum ofpossibilities.
Rating scales and rubrics are powerful tools for
teaching and learning, and for assessing and
evaluating for the following reasons:
they contain the criteria required for a given task
they can be used to improve studentperformance
as well as monitor it
they make clear the teachersexpectations
regarding quality.
When students are learning the skills and strategies
associated with a new task (formative evaluation),
teachers should focus only on selected criteria.
When students have had a chance topractise,
make mistakes, and get helpful feedback, they can
be evaluated against all of the criteria (summative
evaluation).
Exemplars are as critical as rubrics.In order to help
studentsbecome clear about what the criteria mean,
teachers should use samples ofstudentswork
anchored to the levels.
When shared with students,parents/guardians,and
administrators, rubrics become powerful statements
about the expectations required ofstudents.
Constructing Rubrics
To construct rubrics for classroom use,teachers
need to know the outcomes for instruction, decide
on the structure of the rubric, ascertain the levels
ofperformance that constitute achievement,and
explain the rubric to studentsprior to its use.
Step One: Identify the learning outcomesbased on
the outcomes (i.e., what will students need to know,
be able to do, and understand) and any appropriate
standards ofperformance that the rubric is to assess
and evaluate.
Step Two: Define or identify important elements or
categories (criterion or traits) that are to be included
in the rubric.
Step Three: Determine the number of levels (e.g., 3,
4, 5, or 6) to be included and write the descriptors
orindicators for each element orcategory.
Step Four: Field test and revise the descriptors or
indicators with examples ofstudent work.
Step Five: Review and revise.
Holistic rubrics focus on the overallperformance
ofstudents.Teachers consider the overall success of
the product, not the specific elements orweaknesses
and strengths.A general or whole impression ofa
language product is formed and the teacher decides,
according to this general impression (e.g., very good,
acceptable,unacceptable), a level (e.g., 5=very good,
3=acceptable,1=unacceptable), a numerical score,or
lettergrade .
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Sample Holistic Rubric for the Language Skill of Presenting Ideas
Level 5: Clearly and insightfully communicates ideas and provides rich, vivid, and powerful support for main ideas
Level 4: Clearly and effectively communicates ideas and provides appropriate and well-organized support formain
ideas
Level 3: Clearly communicates the main ideas and provides suitable support and detailLevel 2: Communicates important information but not in a clear or organized manner
Level 1: Communicates information as isolated pieces in a random fashion
N/S: Not scorable
Analytic rubrics are used to assess particular skills, traits, factors, or aspects of a language product. Each of
these individual traits is considered for its merit and point values are assigned (e.g., Message Quality:Level 1,
2,
3, 4, or5). Using such a grade scale ensures a fair weighting of all the elements that create the final grade for
the product.Thecontent of the product (i.e., message quality) is usually given the most weight.
Quizzes and ExaminationsQuizzes and examinations are most often used for assessing students knowledge of content; they may,
however, be used to assess processes,skills, and attitudes.Tests, whether they are oral, written, orother
representations must indicate studentsachievements as accurately aspossible. Formats for test items
shouldbe varied; each type is most effective at assessing and evaluating studentprogress when used in
conjunction with the other types.
Guidelines for use include the following:
Construct test items to accommodate the different ways that students learn and demonstrate what they
have learned or can do.
Ensure that test items measure curriculum outcomes accurately and fairly. Use a variety of test formats (e.g.,performanceitems,open-response questions, short-answer),
ensuring that they are appropriate to the outcome(s) being measured.
State test items clearly and precisely so that students know what it is they are to do.
Construct test items that allow students to demonstrate and apply what they have learned .
Build scaffolds so students can demonstrate successfully their knowledge and abilities.
Use oral assessment when written responses are not feasible or in situations where criteria can best be
assessed through oral responses.
Useperformance test items when students are required to demonstrate competence directly (e.g., giving
a speech).
Construct open-ended response items when it is appropriate forstudents to respond in personal ways
(e.g., to present beliefs, to demonstratepowers ofpersuasion).
Askstudents to demonstrate their learning using progress checks; students demonstrate what they know
about a specific topic or theme by writing,drawing, or using diagrams and graphic organizers.
Askshort-answer questions when students are required to supply a specific answer to a specific question.
These types of questions are most often used to assess how well students have internalized content.Short-
answer questions can also be used to assess students abilities to analyze and evaluate or to assess attitude.
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End ofUnit/TermEvaluation
Evaluation at the end of the unit or term is facilitated
by continuous assessment. One way that summative
evaluation may be determined is by assigning a
percentage to each of the language processes.Thepercentages may vary from one unit to the next,
depending upon which of the processes isbeing
emphasized.It is important to make students aware
of the final evaluation weighting prior tobeginning
the unit or term and ,ifit is appropriate, to involve
them in determining such weighting.
Folders and Portfolios
Folders and portfolios are collections ofstudents
workthat exhibit the individual studentsefforts,
progress, and achievements in one or more areas.Thecollection must include studentparticipation in
selecting
the contents,determining the criteria forjudging
merit, and providing evidence ofstudents self-
reflection (Paulson & Paulson, 1991,p.60). Portfolios
can be placed in three-ring binders orfolders,and
students can have regularscheduled times to update
portfolios.
Folders and portfolios can be an importantpart ofthe
assessment and evaluation process.These tools alsohelp studentsbecome more accountable,more
independent, and more responsible for their learning.
Folders and portfolios can assist in reporting,and
can be used as a basis for conversation between the
teacher, the student, and the parent/guardian.
Students can also take time to reflect on what they
have achieved, what they are including in their
portfolios, and the goals set forthemselves.Folders
and portfolios can include a number of worksamples
that reflect the outcomes of the curriculum, thestudents processes and products, and self-evaluations
(including personal achievements and goals). Aftera
parent-student-teacherconference,parent/guardian
comments can be added.
Typically, a Middle Level folder or portfolio might
include:
skill and strategy checklists
teacher observations and anecdotal comments
student reflections and self-assessments
personal goal sheets
reading surveys,responses,logs, and journal
entries
writing samples,surveys,reports, and inquiry/
research projects
audiotapes orvideotapes, orCDs of oral activities
and presentations
graphic organizers and other representations
conference sheets and contracts
group and self-evaluation records
unit tests,quizzes, and otherproducts
pre- and post-term goal sheets.
In addition, the folder or portfolio might includeadditional assessment forms (e.g., rubrics,checklists,
rating scales) and reflections about the portfolio
samples such as the following:
Name:
Date:
Title ofAssignment:
Subject:
Comments on Sample:
I chose this sample because
This sample shows
My goal now is to
Teacher,student, and parents/guardians can use
portfolios as a continuous review ofstudents
progress. Portfolios can help everyone see what the
students know and can do, what they have learned ,
and what they need to learn. Having students keep a
table ofcontents and planning time for them to use
and review their portfolios regularly (e.g., every week)
ensures that students develop the habit ofevaluating
their own work and making decisions about how to
move forward. Samples and reflections accumulated
over a certain period help build a shared vision of
progress.
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Guidelines for use include the following:
Brainstorm with students to discover what they already know about portfolios.
Share samples of portfolios with students.(Teachers may need to create samples ifstudent ones are
not available; however, samples should be as authentic aspossible.)
Provide students with an overview of their portfolio assessmentprior to beginning theircollections.
Collaborate with students to set up guidelines for the content of portfolios and establish evaluation criteria
for portfolio collections. Consider the following:
What is the purpose of the portfolio? (Is it the primary focus of evaluation or is it supplemental? Willit be used to determine a mark or will it simply be used to inform students, teachers, and parentsabout studentprogress?)
Who willbe the audience(s) for the portfolio?
What willbe included in the portfolio (e.g., writing samples only, samples of all language processes)?
What are the criteria for selecting a piece of work for inclusion? When should those selections be made?
Who will determine what items are included in the portfolio (e.g., the student, the teacher, the
student and teacher in consultation)? When should items be added orremoved?
How should the contentsbe organized and documented? Where will the portfolios be stored?
What form will feedback to the students take (e.g., written summaries, oral interviews/ conferences)?
How will the portfolio be evaluated (e.g., list of criteria)?
Assemble examples of work that represent a wide range ofstudents developing abilities,knowledge,
and attitudes including samples of work from viewing,listening,reading,representing,speaking, and
writing experiences.
Date all items for effective organization and reference.
Informparents/guardians about the use and purposes of portfolios (e.g., send letters home describing
portfolios, display sample portfolios on meet-the-teacherevening to introduce parents to the concept).
Consider the following for inclusion:
criteria forcontent selection
table ofcontents orcaptioned labels that briefly outline or identify the contents
samples ofstudent writing (e.g.,pre-writing, multiple drafts, final drafts, published pieces)
sample reading logs
samples of a variety of responses from reader response journals (originals orphotocopies oforiginals)
evidence ofstudent self-reflection (e.g., summaries, structured reflection sheets)
audiotapes and videotapes ofstudent work
photographs collaborative projects
compact discs.
Formats for portfolio assembly should be easily organized,stored, and accessed. Somepossibilitiesinclude the following:
Keep file folders or accordion folders in classroom filing cabinet drawers,cupboards, orboxes.
Use three-ring binders for ease of adding and removing items as studentsprogress.
Store scrapbooks in boxes orcrates.
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Evaluating Student Portfolios
At the end of the term/semester/yearwhen the portfolio is submitted for summative evaluation, it is useful to
review the contents as a whole and record data using the previously set criteria. One method of recording data
is to prepare a grid with the criteria listed down one side and the checklist or rating scale across the top.Ifthere
is a need to assign a numericalg
rade
,designate
numbers to each set of criteria on the checklist/rating scaleandconvert the evaluation into a number grade . Some examples of portfolio assessment and recording forms are
found in this section of the guide.The teacher can adapt these sample forms or create new ones.Teachersand
students may also explore the use of electronic portfolios.
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Sample Assessment Forms
Creating a Language Profile for a Class or IndividualStudent
Using the outcomes and several different language assessment techniques, teachers can build language
profiles of theirclass, of particular groups ofstudents, or ofindividuals.These profiles can be used to identify
what students know and can do with language, what they still need to learn, and to set priorities forplanning
and teaching. Sample forms provided in this section include:
Sample Language Ledger, page 13.
Sample Language Profilepage 14.
Additional sample assessment forms provided in this section include:
Viewing Forms
Sample K-12 Viewing Continuum Checklist,pages 15-16
Sample Checklist and Observations ofViewingSkills and Strategies, page 17
Sample Observations ofStudents Use of Language Cues and Conventions in Viewing, page 18
Sample Analytic Scoring Rubric forViewing, page 19
Sample Assessment Summary forViewing, pages 20-21
Listening Forms
Sample K-12 Listening Continuum Checklist,pages 22-23
Sample Listening Strategies Questionnaire, page 24
Sample Self-assessment Listening Inventory, page 25 Sample Checklist and Observations of Listening Skills and Strategies, page 26
Sample Observations ofStudents Use of Language Cues and Conventions in Listening, page 27
Sample Listener Self-assessment for Oral Reading, page 28
Sample Analytic Scoring Rubric forListening, page 29
Sample Assessment Summary forListening, pages 30-31
Reading Forms
Sample K-12 Reading Continuum Checklist,pages 32-33
Sample ReadingInterest/AttitudeInventory, pages 34-35
Sample Reading Strategies Questionnaire, page 36
Sample Checklist and Observations ofReadingSkills and Strategies, page 37
Sample Observations ofStudents Use of Language Cues and Conventions in Reading, page 38
Sample Proficient ReaderProtocol: Anecdotal Notes, page 39
Sample ReadingInventory and Miscue Analysis Guidelines, pages 40-41
Sample Analytical and InformalReadingInventoryRecordkeeping Chart, page 42
Sample Chart forRecordingStudents Use ofComprehension Processes and ReadingStrategies, page 43
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Sample Chart forAnalysis ofStudentsRetelling and Response, page 44
Sample Observation Checklist: Metacognitive Strategies, page 45
Sample Analytic Scoring Rubric forReading, page 46
Sample Assessment Summary forReading, pages 47-48
Representing Forms
Sample K-12 Representing Continuum Checklist,pages 49-50
Sample Checklist and Observations ofRepresentingSkills and Strategies, page 51
Sample Observations ofStudents Use of Language Cues and Conventions in Representing, page 52
Sample Holistic RepresentingRubric,page 53
Sample Analytic Rubric forRepresenting and Presenting pages 54-55
Sample Assessment Summary forRepresenting, pages 56-57
Speaking Forms Sample K-12 Speaking Continuum Checklist,pages 58-59
Sample Checklist and Observations of Speaking Skills and Strategies, page 60
Sample Observations ofStudents Use of Language Cues and Conventions in Speaking, page 61
Sample Self-assessment forIndividual Contributions to Group Discussion, page 62
Sample Assessment Form for Discussion Group Performance, page 63
Sample Anecdotal Record Form forSmall Group Learning, page 64
Sample Storytelling Process Assessment, page 65
Sample Oral ReadingAssessment, page 66
Sample Peer Assessment for Oral Reports, page 67
Sample Student LearningLog Entry for Oral Reporting, page 68
Sample TeacherAssessment of Oral Report, page 69
Sample Analytic Scoring Rubric for an Oral Presentation, page 70
Sample InterestTalkAssessment, page 71
Sample Direction-giving Assessment: Anecdotal Notes, page 72
Sample Assessment forIntroducing a Speaker, page 73 Sample InterviewerAssessment RatingScale,page 74
Sample Assessment forSpeaking, pages 75-76
Writing Forms
Sample K-12 Writing Continuum Checklist,pages 77-78
Sample Writing Strategies Questionnaire, page 79
Sample Writing Process Assessment Checklist,page 80
Sample Checklist and Observations of Writing Skills and Strategies, page 81
Sample Observations ofStudents Use of Language Cues and Conventions in Writing,page 82
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Sample Communication Checklist,page 83
Sample Holistic Rubric for Written Prose, page 84
Sample Analytic Rubric for Written Prose, pages 85-86
Sample Analytic Writing Scoring Guide forStudents, page 87
Sample Student/TeacherChecklist for a Descriptive Paragraph, page 88
Sample Criteria for Assessing a Short Story,page 89
Sample Assessment forWriting,pages 90-91
Portfolios
Sample Rating Scale for a Portfolio, page 92
Sample Collaborative Assessment Form forPortfolio, page 93
LanguageLedger and LanguageProfile
The English language is at the heart of the English language arts curriculum. Middle Levelstudents must
learn to use language in a variety of meaningful ways in order to communicate effectively in a variety of
situations for a variety ofpurposes.They need to be empowered language users who are able to switch
dialects and discourses and use language to fit their purpose and audience (Meeks & Austin, 2003,p.22). To
help students
become effective and empowered language users, English language arts teachers must learn about and attend
to theirstudents primary language discourses while helping them acquire secondary discourses through
which they can gain power and control in their lives (Meeks & Austin, 2003,p.21). Teachers must help
students understand and adjust their use of spoken, written, and visual language to communicate effectively
with
a variety of audiences and for a variety of purposes in a variety of discourse communities (NCTE/IRA, 1996,
Standard 4).
In order to empower students and to help them learn about and through language, teachers need to assess
what students know,understand, and can do with both the language conventions and cueing systems (see
Sample Language Ledgeron the following page) and with the language strands and their associated strategies
(see Sample Language Profile on the page following the Language Ledger).By taking stock ofstudent
strengths and theirneeds, Middle LevelELA teachers can set priorities for theirteaching.
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Sample LanguageLedger
Name: Date:
Language Conventions and Cueing Systems StrengthsElements ThatNeed Attention
Pragmatic
Does student consider the appropriateness of language to the social situation,audience, and purpose?Does student recognize and use the appropriate register and tone?Does student recognize and use appropriate nonverbal cues including gestures,pitch, stress, and intonation?
TextualDoes student recognize and use a variety oforal, written, and other text typesand formats appropriate forintended purpose?Does student recognize what makes a particular text unique?Does student recognize and use the organizational structures within a text (e.g.
sequence, cause and effect,problem-solution)?Does student recognize and use signalwords(e.g., first, asfollows, consequently) within a text?
Syntactical
Does student recognize and use correctly structured sentences?Does student recognize when a sentence is not structured correctly (e.g.,fragments, run-ons) or when words are not used correctly within a sentence(e.g., unclearantecedents, verb tense shifts)?Does student recognize and use correct punctuation includingperiods,commas,and semicolons in a sentence?Does student recognize and use a variety ofsentence structures?Does student use a variety ofsentence lengths (i.e., number ofwords)?
Semantic/Lexical
Does student use words appropriately and correctly?
Does student recognize the associated meanings of words by theircontext?Does student recognize and comprehend the different forms of words (e.g.,contractions, root words,compound words)?
Does student have word attack strategies?Does student correctly spell the words used and needed in writing?
Graphophonic
Does student recognize the sound-symbol relationships (i.e., do letters matchsounds)?
Does student know how topronounce,blend ,decipher, and spell words usingassociated sound-symbol relationships?
Other
Does studentprint and write legibly and at a comfortable and appropriate rate?Does student use appropriate font,formatting,layout, and visual conventions(e.g., underlining,bolding, graphic organizers,graphics)?
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Sample LanguageProfile
Class: Date:
Viewing: What do students know about viewing? What
strategies do students use as viewers? How effectively do
students in this class view?
What are my teaching priorities for this class?
Representing: What do students know aboutrepresenting? What strategies do students use to represent
ideas? How effectively do students in this class representtheirideas?
What are my teaching priorities for this class?
Listening: What do students know about listening? Whatstrategies do students use as listeners? How effectively dostudents in this class listen?
What are my teaching priorities for this class?
Speaking: What do students know about speaking? Whatstrategies do students use as speakers? How effectively dostudents in this class speak?
What are my teaching priorities for this class?
Reading: What do students know about reading? Whatstrategies do students use as readers? How effectively dostudents in this class read?
What are my teaching priorities for this class?
Writing: What do students know about writing? Whatstrategies do students use as writers? How effectively dostudents in this class write?
What are my teaching priorities for this class?
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Assessing, Evaluating, and ReportingStudent Progress 18
Viewing Forms
Sample K-12 Viewing ContinuumChecklist
It is anticipated that teachers will use the criteria from this continuum to develop assessment forms to
gatherappropriate data regarding students needs and strengths.
Emerging Phase (K-1) Early Developing Phase (Grade Developing Phase (Grades 1-5)
Student knows:
drawings and pictures can tell a
story
charts and illustrations can
communicate information
visuals convey meaning.
Student knows:
information and events canbeshared visually
visual representations are created bypeople for a reason.
Student knows:
particular visuals arepresentedfor particular purposes (e.g., a
commercial sells aproduct)
visual elements (e.g., line, colour) areused foreffect.
Student:
shows interest in pictures and
illustrations locates a specific item in apicture
orin sequenced illustrations
recognizes symbols and logos in
environment
Notes:
Student:
interprets and responds to a variety
of symbols and logos makes predictions frompictures
orvisualspresented (e.g., What will
happen next?)
draws on prior knowledge in
viewing visuals
sequences correctly a series of
pictures about events after viewing a
story or narrative presentation
retells the main ideas or
components after viewing a visual
presentation
distinguishes between sense andnonsense, fiction and reality
expresses personal response to
visuals (e.g.,I liked that because
,I felt sad because )
Notes:
Student:
identifies visual elements such as
colour,shape, and line in various formsincluding picture books,posters,signs,
illustrations, and displays
compares stories orevents
expressed in various visual formats
distinguishes between fact and
fantasy in visual texts
retells most important information
found in visual texts
views with apurpose
recognizes the intent and meaning
conveyed visually
retells,paraphrases, and explainswhat has been presented visually
asks thoughtful questions aboutvisuals
makesjudgements before,during,and after viewing visuals about thefollowing: reality of situation, reality of
the characters depiction, effectiveness
of the techniques used in the visual
recognizes the presence ofbias
(e.g., stereotyping) in visual texts
locates and gathers information andideas from a range of visual texts (e.g.,
charts,diagrams,Internet ,videos)
Notes:
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Assessing, Evaluating, and ReportingStudent Progress 19
Sample Viewing ContinuumChecklist(continued)
Extending Phase (Grades 6-9) Specialized Phase (Grades 10-12)
Student knows:
visual forms and images provide opportunities for
alternative ways ofunderstanding
an effective viewer uses strategies before,during,and
afterviewing
each medium has its own visual forms and conventions.
Student knows:
visual texts combine clarity with artistry
visual texts are organized and constructed to makemeaning and have an impact on viewers
visual texts construct reality; audiences negotiate/
construct meaning
all visual texts contain ideological and value messages.
Student:_ interprets meaning and potential impact from visual
texts
_ recognizes audience(s) targetedby visuals andconsiders potential impact
_ identifies explicit and some implicit messages in visualtexts
_ practises the behaviors of effective viewers including:_ previewing and setting purpose forviewing
_ making and confirmingpredictions
_ making connections to prior knowledge andexperiences
_ monitoring understanding
_ recognizing main ideas and relevant supportingdetails
_ reflecting on and assessing understanding
_ re-viewing
_ evaluating_ expresses personal reactions and opinions
_ recognizes how the visual is organized and presentedforeffect
_ recognizes how the visual has been constructed,shaped, andproduced
_ recognizes how the images or other elements captureand hold attention
_ distinguishes between fact and perspective
_ recognizes stereotyping
_ recognizes emotional persuasion
_ uses critical thinking skills to identifybias_ recognizes common advertising approaches
_ understands and evaluates various kinds of visualtexts including journalistic media (newspaperand magazines), images (photographs,posters,advertisements, cartoons), and electronic media (radio,television, film, Internet)
_ reflects on viewing habits
_ identifies strengths and areas forimprovement inviewing
Notes:
Student:_ identifies the purpose(s), intended audience(s), and
implicit and explicit message(s) within visual texts
_ considers context forviewing
_ actively (versus passively) interprets visual texts
_ practises the behaviors of effective viewers including:
_ anticipating message and setting purpose forviewing
_ seeking and checking understandingby makingconnections
_ making and confirming predictions and inferences
_ interpreting and summarizing
_ analyzing and evaluating
_ infers whose point ofview, values,biases,andassumptions are implicit in visual texts
_ recognizes the techniques,conventions, and aestheticelements (e.g., light,angle,colour,focus,composition,shape), and psychological appeals used in visual texts
_ explains how visual text combines with oral,print,andother media to convey meaning
_ evaluates critically the message or information obtainedby viewing
_ assesses the relevance and reliability of visualinformation presented
_ understands how visual text supports argument orcasebeing made
_ distinguishes fictional from factual reality in visual texts
_ recognizes anypropaganda techniques used
_ compares visual texts across genres
_ recognizes style and intent of creator orproducer
_ identifies strengths and areas forimprovement inviewing
Notes:
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Assessing, Evaluating, and ReportingStudent Progress 20
Sample Checklist and Observations of Viewing Skills and Strategies
Name: Date:
Before Observations
What does the student do before viewing?
_ Thinks about why he/she is viewing
_ Thinks about what he/she already knows and needs to know aboutthe topic
_ Considers additional background knowledge
_ Asks questions
_ Anticipates message
_ Setspurposes
_ Considers a viewing strategy
_ Other:
DuringWhat does the student do during viewing to construct meaning?_ Focuses
_ Makes connections to prior experiences and other texts
_ Uses the cueing systems
_ Makes and confirmspredictions
_ Makes and confirms inferences
_ Makes and confirms interpretations
_ Notes key ideas (main messages/themes) and what supports them
_ Determines purposes of images used
_ Identifies underlying messages orassumptions_ Draws conclusions and makesjudgements
_ Makes notes
_ Detects opinions andbiases
_ Other:
After
What does the student do afterviewing?_ Recalls, retells, and reviews
_ Responds
_ Considers preferred response from intended audience (e.g.,buy,laugh )
_ Discusses
_ Summarizes and paraphrases
_ Evaluates
_ Asks questions
_ Considers elements,techniques, and overall effect
_ Views again (ifpossible) to deepen understanding orpleasure
_ Builds on and extends what was seen (e.g.,posing new questions,writing,drawing,dramatizing,researching)
_ Other:
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Sample Observations ofStudents Use ofLanguageCues and Conventionsin
Viewing
Class: Date:
L
anguageCues and Conventions ObservationsPragmatic_ Identifies the purpose (intent) and potential audience (intended
viewers) for the visual text
_ Identifies the tone of the visual text
_ Identifies point of view of the visual text
_ Other:
TextualCues and Conventions_ Recognizes the organizational framework of the visual text
_ Recognizes the organizational patterns within the visual text (e.g.,cause and effect,comparison/contrast, chronological sequence)
_ Recognizes and identifies the techniques and special effects used toenhance the visual text
_ Other:
Other Cues and Conventions_ Recognizes and interprets the visual (e.g., graphs,charts,tables,
diagrams,photographs) and multimedia (e.g., video clip) techniquesand aids used to portray particularexperiences,events, orpeople
_ Other:
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Sample Analytic Scoring Rubric for Viewing
Criteria Level Level Level Level
ViewingSkills and
Strategies
Consistently and
ably uses a range of
strategies before,during, and afterthe
viewingprocess.
Uses a range of
strategies before,
during, and aftertheviewingprocess.
Uses some basic
strategies before,
during, and aftertheviewingprocess.
Uses few strategies
before,during,and
after the viewingprocess.
Comprehension
Demonstrates
thorough
and insightful
understanding of
ideas,information,
concepts,and/or
themes in visuals.
Demonstrates clear
understanding of
ideas,information,
concepts,and/or
themes in visuals.
Demonstrates some
understanding of
ideas,information,
concepts,and/or
themes in visuals.
Demonstrates
limitedunderstanding of
ideas,information,
concepts,and/or
themes in visuals.
Explains therelationship between
the explicit and
implicit messages in
the visual text.
Identifies the explicitand implicit messages
in the visual text.
Identifies the explicitand some ofthe
implicit messages in
the visual text.
Identifies explicitmessages but has
difficulty identifying
the implicit
messages in thevisual text.
Explains in a thorough
and insightful
way how ideas are
portrayed and how
key visual elements/techniques have beenused foreffect.
Explains how ideas
areportrayed and
how visual elements/
techniques havebeen used to achieveparticulareffects.
Explains in a simple
way how ideas are
portrayed and how
visual elements/techniques havebeen used to achieveparticulareffects.
Has difficulty
explaininghow ideas are
portrayed and how
visual elements/techniques havebeen used foreffect.
Response Responds criticallyand thoughtfully to
visual text.
Respondspersonallyand thoughtfully to
visual text.
May need assistanceto respond from
personal viewpoint.
Needs assistanceand prompting
to respond frompersonal viewpoint.
Respondspersonallywith a high degree
of detail and
effectiveness.
Respondspersonallywith considerable
detail and support.
Respondspersonallywith some detail and
support.
Respondspersonallywith limited detail
and support.
Responds critically
with a high degreeof analysis and
effectiveness.
Responds critically
with considerable
analysis and support.
Responds critically
with some analysis
and support.
Responds critically
with limited analysis
and support.
Makes connectionswith other texts with
a high degree of
understanding.
Makes connectionswith other textswith considerable
understanding.
Makes connectionswith other texts with
some understanding.
Makes connectionswith other textswith limitedunderstanding.
Identifies and explainsovert and covert bias;
avoids and actively
challenges bias in
visual texts.
Identifies and explainsovert bias in visual
texts.
Identifiespersonal
bias only.
Shows a limitedawareness of
personal bias in
visual texts.
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Sample Assessment for Viewing
Students Name: Date:
Task(s):
Text(s):
Developmental Level: [ ] Emerging Phase, [ ] Early Developing Phase, [ ] Developing Phase, [ ] Extending Phase, [
] Specialized Phase
Viewing
Comprehension
Viewstounderstand and
to learn
Demonstratesunderstandingofpresentations
Overall (Select Performance Level)
(5) views carefully and demonstrates a good recall and thorough and insightful understanding ofideas, information, concepts, and/or themes
(4) views attentively and demonstrates a good recall and clearunderstanding ofideas,information, concepts, and/or themes
(3) views attentively and demonstrates an adequate recall and some understanding ofideas,information, concepts, and/or themes
(2) views but is easily distracted and demonstrates an inadequate recall or limited understanding
ofideas, information, concepts, and/or themes(1) views but has difficulty focusing and demonstrates little or no recall orunderstanding ofideas,information, concepts, and/or themes
Comprehension
and Response
Makesconnections with
text and with
priorknowledge,
experiences,and
other texts
Recognizesthekey ideas and
supporting
detailspresentedas well as
underlying
values and
biases in a visual
text.
Responds
personally
Responds
critically
Makes Connections (Select Performance Level)
(5) makes connections with text and with priorknowledge,experiences, and other texts with ahigh degree ofinsight
(4) makes connections with text and with priorknowledge,experiences, and other texts withconsiderable insight
(3) makes connections with text and with priorknowledge,experiences, and other texts withsome understanding
(2) makes connections with text and with priorknowledge,experiences, and other texts with
limited understanding(1) does not make connections with text and priorknowledge,experiences, and other texts
ComprehendsContent and Ideas (Select Performance Level)
(5) identifies the overall message and key ideas, and can explain the relationship between theexplicit and implicit messages in a text
(4) identifies the explicit and implicit messages in a text
(3) identifies the explicit and some of the implicit messages in a text
(2) identifies explicit messages but has difficult identifying the implicit messages in a text
(1) identifies neither the explicit nor implicit messages in a text
Recognizes Elements and Techniques (Select Performance Level)
(5) explains in a thorough and insightful way how ideas are portrayed and how elements/techniques are used to achieve overall effect
(4) explains how ideas are portrayed and how elements/techniques achieve a particulareffect(3) explains in a simple way how ideas are portrayed and how elements/techniques achieveparticulareffects
(2) has difficulty explaining how ideas are portrayed and how elements/techniques are used foreffect
(1) does not recognize how ideas are portrayed or how elements/techniques are used foreffect
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Responds Personally (Select Performance Level)
(5) responds personally with a high degree of detail and support
(4) responds personally with considerable detail and support
(3) responds personally with some detail and support
(2) responds personally with limited detail and support
(1) does not support personal response
Responds Critically (Select Performance Level)
(5) responds critically with a high degree ofanalysis: identifies and explains overt and covert bias;
explains and actively challenges bias in text
(4) responds critically with considerable analysis and support: identifies and explains overt bias in
text
(3) responds critically with some analysis and support: identifies personal bias only
(2) responds critically with limited analysis and support: shows a limited awareness ofpersonal
bias
(1) responds with no support or does not respond critically
Skills and
Strategies
Viewsstrategically
using
appropriate skills
and strategies
before,during,and after
viewing a text
Uses
language and
visual cueing
systems to
build
Knows and Uses Viewing Skills and Strategies (Select Performance Level)
(5) demonstrates mastery of the appropriatebefore,during, and after viewing skills and strategies
(4) demonstrates understanding and consistent use of the appropriatebefore,during, and after
viewing skills and strategies
(3) uses with relative ease the importantbefore,during, and after viewing skills and strategiesmodelled in a lesson
(2) uses some of the viewing skills and strategies but not withproficiency
(1) makes little or no use of the appropriate viewing skills and strategies
Comments:
ViewingAssessment TaskScore(s)
Task1 Task2 Task3 Task4 Task5 Task6 Task7 Task8 Task9 Task10
Reflectionon ViewingBehaviours
Reflects on Viewing Behaviours and Strategies (CheckAppropriate Boxes) can talk about own strengths and learning targets
can explain what to do when viewing
can talk about how visuals were used to affect viewers responses can talk about own strategies for improvement
AnecdotalComments andConsiderationof OtherFactors (e.g.,preferences,habits, attitudes,confidence,involvement)
Comments and Observations
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Listening Forms
Sample K-12 Listening ContinuumChecklist
It is anticipated that teachers will use criteria from this continuum to develop assessment forms to
gatherappropriate data regarding students needs and strengths.
Emerging Phase (K-1) Early Developing Phase (Grade 1) Developing Phase (Grades 1-5)
Student knows:
listening is one way to find
out and learn about things
listening to stories canbe
enjoyable
some sounds are the same;
others are different.
Student knows:
stories can be remembered and retold
listening is a meaning-makingprocess and
the message must make sense
by asking questions, people learn from
others.
Student knows:
listening is done for different reasons or
purposes
listeners can ask questions to clarify
meaning, for direction, and for
information
listeners cannot take messages at facevalue they need to be evaluated for
accuracy and truth.Student:_ understands the words
and basic conceptsassociated with colour,number,size, space,time, body parts,school,actions,clothes,eating,fruits, vegetables,animals,furnishings
_ makes auditorydiscriminations ofsoundin environment
_ shows awareness ofsoundqualities (e.g., soft/loud,near/ far)
_ recognizes and imitatessound sequences (notingfirst/last/ middle,same/different)
_ enjoys listening to storiesand makingpredictionsabout them
Notes:
Student:_ understands when to listen
_ listens attentively
_ enjoys language games
_ distinguishes between sense andnonsense, fact and fantasy
_ counts words and claps syllables inspoken words
_ identifies rhyming words
_ recognizes alliteration
_ follows simple conversations
_ repeats short sentences
_ listens to and enjoys stories read in wholeclass situations
_ makes predictions from pictures orstoriesread to him/her
_ locates a specific item in a picture orsequence of illustrations after hearing aquestion
_ sequences a series of pictures aboutevents after hearing a story orwatchinga video
_ answers questions after hearing a story
_ follows two-step directions
_ answers detail questions after hearing astory (who,where, when, how,what)
_ listens to informational texts and retellsimportant information
_ listens attentively and courteously in
pairs, small groups, and whole class
Notes:
Student:_ determinespurpose(s) forlistening
_ listens without interrupting
_ follows two- and three-step directions
_ listens to narrative passage and retellsit by answering who, when, where,how, and why
_ listens to informational text and retellsmajorideas
_ listens courteously to peers and worksin pairs and small groups
_ distinguishes between opinions andfacts
_ asks thoughtful questions
_ makes inferences
_ recognizes imagery
_ recognizes cause and effect
_ recognizes key ideas and pertinentdetails
_ summarizes major ideas andsupporting evidence
_ responds to the moods and emotionsconveyed
_ draws conclusions
_ retells,paraphrases, and explains whatwas heard
_ makes notes
_ makesjudgements and evaluateswhat was heard
_ gives a well-considered response
Notes:
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Sample K-12 Listening ContinuumChecklist(continued)
Extending Phase (Grades 6-9) Specialized Phase (Grades 10-12)
Student knows:
listening is different than hearing
effective listeners use different strategies fordifferentpurposes (e.g., full comprehension, rememberkey ideas,personal enjoyment)
effective listeners are respectful
effective listeners assess the validity of the presentersmessage.
Student knows:
effective listeners apply a range of strategies to
comprehend,interpret,evaluate, and appreciate an oralpresentation effective listeners suspend biases,judgements,and
expectations that could interfere with reception ofmessage
effective listeners analyze the message and its underlyingassumptions carefully and critically.
Student:_ is ready and willing to be attentive
_ isprepared to deal with distractions
_ is respectful of the speaker
_ practises the behaviours of effective listeners including:
_ anticipating message and setting purpose forlistening
_ making and confirmingpredictions
_ making connections to prior knowledge andexperiences
_ monitoring understanding
_ recognizing main ideas and relevant supporting details
_ reflecting on and assessing understanding
_ giving feedback
_ is sensitive to body language ofspeaker
_ differentiates between fact and opinion
_ differentiates between emotional and rational language
_ raises questions when communication is unclear
_ uses strategies to remember message
_ follows a detailed set ofdirections
_ summarizes an oralpresentation
_ expresses personal response to message
_ evaluates ideaspresented in conversation, discussions,interviews, and speeches
_ identifies strengths and areas forimprovement inlistening
Notes:
Student:_ differentiates among intent (purpose), message,speaker,
and style
_ uses appropriate strategies when listening fordifferentpurposes including:
_ anticipating the speakerspoint(s)
_ making connections
_ finding meaning
_ making and confirmingpredictions
_ making and confirming inferences
_ attending to the pragmatic,textual,syntactic,semantic,and graphophonic cues found in texts
_ reflecting and evaluating
_paraphrases a speakers purpose and point of view
_ asks relevant questions concerning the speakerscontent, delivery, and purpose
_ summarizes and draws reasonable conclusions
_ identifies organizational patterns inpresentation
_ makes accurate and useful notes while listening
_ analyzespresentations for reliability
_ analyzespresentations for logic and emotional appeal
_ recognizes underlying values
_ recognizes speakersperspective,biases, and tone
_ recognizes logical fallacies and propaganda techniquesused by speaker
_ understands and appreciates the power of language in
oral communication_ critiques constructively on what waspresented
_ supports conclusions with reference to what waspresented
_ identifies strengths and areas forimprovement inlistening
Notes:
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Sample Listening Strategies Questionnaire
Name: Date:
1. When I have difficulty hearing,I:
2. When I have difficulty understanding what a speaker means,I:
3. When I agree with a speakersmessage,I usually:
4. When I disagree with a speakersmessage,I usually:
5. My responsibility as a listener in any situation is:
6. As I listen to someone speak,I do the following things to help myselfunderstand the message:
7. The most important thing that I know about listening is:
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